Title: Principal of dominance
Grade Level: 10
Course: Biology
Lesson Overview
This lesson will be a major jump into genetics. We will be talking about dominant and recessive traits and making sure that they understand terms and nomenclature. They will be looking at diagrams and worksheets to help them to understand the concepts.
Learning Performances
The students will be able to explain the principle of dominant and recessive traits, as well as heterozygous and homozygous allels.
Instructional Sequence Introducing the lesson
Starting off I will check the students note cards and making sure none of the students have any problems with the definitions. From here I will go through and ask the students for their questions that they had to write. I will put these on the board and as I go through today’s lesson and answer the questions that they had I will check them off.
Instructional Activities
If any of the questions that the students had were about old material then I will answer and go over them then go into the lesson. First I will handout the second worksheet. I will go through the definitions with the students and then have them go through the examples. This will give the students examples and make them understand the terms that they have been learning. I will go into how the dominate allele masks the recessive allele. Next I will pass out a diagram of Mendel’s pea plant experiment. I will ask them why the F1 generation is all tall when the parents are tall and short. I will use the pea expairiment to help them pull everything together. I will ask them What do you think are the alleles for the parent generation and so on for each plant in every generation. After they have completed the first worksheet and we have gone over it i will pass out a second worksheet where the students will have to look at traits and just understand that the dominant trait will always be expressed. As we go over the worksheets I will ask the questions, Why is that trait being expressed, why is that dominant and not recessive?, Is that homozygous of heterozygous? While they are working on the worksheets I will be walking around the classroom helping students were it is needed. I will not just answer the questions that they ask, I will keep referencing them back to the Mendel pea plant handout and have them figure the answer out.
Concluding the Lesson
I will bring the class back together and discuss what we went over in class for that day. I will remind the students to keep going over their note cards at home do to the fact that they will need to know the terms to understand how to do the work. Homework of reading 267- 269 in the book.
Assessing Student Understanding
I will assess them by walking around the room as they are working on the worksheets and by the type of questions that they ask me.
Cautions
The only caustion is if the students are not going over their notecards do to the fact of if they don't understand the terms they they will not be able to do the work at hand.
Sources
Solomon, Eldra, Linda Berg and Diana Matin (2005). Biology Seveth Edition. Belmont, Ca: Thomson Brooks/Cole.
Miller, Kenneth and Joseph Levine (2002). Biology. Upper Saddle River, NJ: Prentice Hall.
Rationale
I believe that starting off with discussion then working on short worksheets then re-explaining the material will really help these students grasp on to the concepts at hand. Also these past two lesson plans have been building up to the next days lesson of punnett squares which is major concept.
Grade Level: 10
Course: Biology
Lesson Overview
This lesson will be a major jump into genetics. We will be talking about dominant and recessive traits and making sure that they understand terms and nomenclature. They will be looking at diagrams and worksheets to help them to understand the concepts.
Learning Performances
The students will be able to explain the principle of dominant and recessive traits, as well as heterozygous and homozygous allels.
Links to Standards or Benchmarks
Dan Wilson - Learning Goal Analysis
Materials Needed
• Worksheets
Time Required
About one class period
Instructional Sequence
Introducing the lesson
Starting off I will check the students note cards and making sure none of the students have any problems with the definitions. From here I will go through and ask the students for their questions that they had to write. I will put these on the board and as I go through today’s lesson and answer the questions that they had I will check them off.
Instructional Activities
If any of the questions that the students had were about old material then I will answer and go over them then go into the lesson. First I will handout the second worksheet. I will go through the definitions with the students and then have them go through the examples. This will give the students examples and make them understand the terms that they have been learning. I will go into how the dominate allele masks the recessive allele. Next I will pass out a diagram of Mendel’s pea plant experiment. I will ask them why the F1 generation is all tall when the parents are tall and short. I will use the pea expairiment to help them pull everything together. I will ask them What do you think are the alleles for the parent generation and so on for each plant in every generation. After they have completed the first worksheet and we have gone over it i will pass out a second worksheet where the students will have to look at traits and just understand that the dominant trait will always be expressed. As we go over the worksheets I will ask the questions, Why is that trait being expressed, why is that dominant and not recessive?, Is that homozygous of heterozygous? While they are working on the worksheets I will be walking around the classroom helping students were it is needed. I will not just answer the questions that they ask, I will keep referencing them back to the Mendel pea plant handout and have them figure the answer out.
Concluding the Lesson
I will bring the class back together and discuss what we went over in class for that day. I will remind the students to keep going over their note cards at home do to the fact that they will need to know the terms to understand how to do the work. Homework of reading 267- 269 in the book.
Assessing Student Understanding
I will assess them by walking around the room as they are working on the worksheets and by the type of questions that they ask me.
Cautions
The only caustion is if the students are not going over their notecards do to the fact of if they don't understand the terms they they will not be able to do the work at hand.
Sources
Solomon, Eldra, Linda Berg and Diana Matin (2005). Biology Seveth Edition. Belmont, Ca: Thomson Brooks/Cole.
Miller, Kenneth and Joseph Levine (2002). Biology. Upper Saddle River, NJ: Prentice Hall.
Teaching Resources
Ipea diagram
dominance worksheet
dominance worksheet 2
Rationale
I believe that starting off with discussion then working on short worksheets then re-explaining the material will really help these students grasp on to the concepts at hand. Also these past two lesson plans have been building up to the next days lesson of punnett squares which is major concept.